This paper presents an evaluation case study that describes the experiences of 15 students and 2 teachers using a video-based learning environment, DiViDU, to facilitate students' daily reflection activities in a composition course and a ballet course. To support dance students' reflection processes streaming video was applied as follows: video editing and viewing for facilitating students in describing their practice; writing online self-assessments about the experiences captured on video to support students in evaluating their practice; online peer-feedback activities concerning the recorded practice for facilitating students in learning from multiple perspectives. In the composition course eight students reflected on their choreographic work, which was performed by their peer students. In the ballet course seven students reflected on themselves practicing the ballet technique. Data about the streaming video facilitation were collected after the completion of the reflection assignments using semi-structured interviews. The results revealed that students in both courses considered streaming video as effective for carrying out self-evaluations. The usefulness of video and online peer-feedback for other reflection processes differed among the courses in students' view. The teachers considered streaming video generally useful for all the reflection processes of their students; however they also indicated some shortcomings. (Contains 1 figure.)